刊讯｜SSCI 期刊《语言学习与技术》2022年第1期

Language Learning & Technology

Volume 26,  June 2022

    Language Learning & Technology（SSCI一区，2020 IF：4.313）2022年第1期共发文15篇，其中研究性论文11篇。研究论文涉及虚拟交流、词汇学习效率、语言生态分析、5E模型、ESL课程、自动书面纠正反馈、谷歌翻译作为学习工具等多方面研究。

目录

ARTICLES

■Computing curriculum time and input for incidentally learning academic vocabulary，by Clarence Green.

■Integrating the United Nations’ Sustainable Development Goals: Developing content for virtual exchanges, by Chesla Ann Lenkaitis.

■ Investigating learner autonomy and vocabulary learning efficiency with MALL, by Nigel P. Daly.

■ Learners’engagement on a social networking platform: An ecological analysis, by Boning Lyu & Chun Lai.

■Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment, by Yau Wai Lam, Khe Foon Hew & Chengyuan Jia.

■ Training in machine translation post-editing for foreign language students, by Hong Zhang & Olga Torres-Hostench.

■ Automated written corrective feedback: Error-correction performance and timing of delivery, by Jim Ranalli & Taichi Yamashita.

■ Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis, by Daniel H. Dixon, Tülay Dixon & Eric Jordan.

■“A better me”: Using acoustically modified learner voices as models , by Alice J. Henderson & Radek Skarnitzl.

■ Google Translate as a tool for self-directed language learning , by Catharina van Lieshout & Walcir Cardoso.

■ The effects of face-to-face and computer-mediated recasts on L2 development, by Nektaria-Efstathia Kourtali.

摘要

Computing curriculum time and input for incidentally learning academic vocabulary

Clarence Green, Federation University Australia

Abstract This paper computes estimates of the potential for Extensive Reading (ER) and Extensive Viewing (EV) to support the academic and discipline-specific vocabulary needs of students. While research into ER/EV for general vocabulary is well-established, only recently has academic vocabulary begun to be researched. Given curriculum time constraints, information on which academic vocabulary items might be learnable incidentally is useful, and this study provides teachers with information on which specific academic vocabulary items from multiple academic wordlists have a reasonable chance of being learned incidentally. It operationalizes ER/EV through corpora representing general fiction, television programs, and movies. It estimates the pedagogical time it would take to meet target vocabulary at different possible thresholds for incidental learning (6, 12, 20 times) with estimates for each computed for multiple possible reading rates (100, 260, 350 wpm) and viewing rates (80, 140, 200 wpm). Results report individual curriculum time/input estimates for over 2000 academic vocabulary targets across multiple subjects. Findings indicate ER/EV are pedagogies that could substantially support academic vocabulary development. A tool is released for teachers to compute personalized estimates using the reading rates of their students.

Key words Extensive Reading, Extensive Viewing, Academic Vocabulary, Incidental Learning

Integrating the United Nations’ Sustainable Development Goals: Developing content for virtual exchanges

Chesla Ann Lenkaitis, East Stroudsburg High School South

Abstract The United Nations’ Sustainable Development Goals (SDGs), which were adopted in 2015 as part of the 2030 Agenda for Sustainable Development, “provide a shared blueprint for peace and prosperity for people and the planet” (United Nations, 2020a). The SDGs, which include gender equality, quality education, and ending poverty, are those objectives that must be met by all countries “in a global partnership” (United Nations, 2020a). With the 2030 Agenda in mind, this Virtual Exchange (VE) study reveals learners in different geographical locations who are partnered with one another via technology can benefit from the embedding of SDG content into their VE (Dooly, 2017; Forward et al., 2020). This article focuses on two parallel, but separate, Synchronous Computer-Mediated Communication (SCMC) six-week VEs. Teacher trainees from a university in the United States were partnered with other teacher trainees from a university in Poland and/or Colombia. In another cohort, second language (L2) learners of Spanish from a university in the United States were partnered with those from a university in Poland. In each of these groupings, participants completed SCMC sessions via Zoom and discussed the SDGs. Qualitative and quantitative data reveal that awareness of these universal objectives increased and afforded them new perspectives. By using a culturally sensitive lens, teacher trainees developed teaching strategies and L2 learners increased their intercultural competence. These results suggest that integrating SDG content into virtual exchange can support the United Nations’ 2030 Agenda and can make a contribution to the field of VE.

Key words Virtual Exchange; Sustainable Development Goals; United Nations; Videoconferencing

Investigating learner autonomy and vocabulary learning efficiency with MALL

Nigel P.Daly, National Taiwan Normal University

Abstract The road to second language competence is a long and arduous one, and much of its effort involves learning to recognize and use vocabulary. Fortunately, anytime-anywhere learning with smart phones and smart apps offer a means to lessen the burden and make vocabulary learning more efficient. Accordingly, this study investigated 134 students across four months and evaluated the effectiveness of their individual vocabulary learning strategies (only flashcard app; paper-based notes and wordlists; both notes and flashcard app) in terms of three different vocabulary test scores. The Kruskal-Wallis rank sum test and pairwise comparisons revealed that the Only App Group had significantly higher test scores than both the Only Notes Group and the blended Notes/App Group with medium and small effect sizes (r = 0.49 and 0.27, respectively). A Fixed Effects model was run to determine the extent study strategies in addition to gender, (TOEIC) proficiency, time spent studying, time spent using the app, and frequency of studying, were correlated with test scores. In this moderator analysis, the Only App Group strategy was no longer statistically significant and was replaced by the factor “total time using the app” (p = .005) which was positively correlated with test scores.

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Key words Mobile Assisted Language Learning (MALL); Second Language Vocabulary Acquisition; Intentional Learning; Autonomous Learning

Learners’ engagement on a social networking platform: An ecological analysis

Boning Lyu, Xiamen University 

Chun Lai, The University of Hong Kong

Abstract Language learners are actively engaging in language learning beyond the classroom. However, social networking sites, despite playing a major role in people’s lives, have been found to be rarely incorporated into language learners’ learning ecologies. An understanding of the factors that shape learners’ engagement on instruction-oriented social networking sites could inform platform design and enhance the likelihood of platforms being utilized. This study examined a group of language learners’ engagement on an instruction-oriented social networking site, Lang-8, over time. Using narrative data and learners’ behavioral data on the platform, the study revealed how various ecological resources on and outside the platform interacted with one another to shape the dynamic changes in different dimensions of learners’ engagement on the platform over time. The study also suggested that learners’ engagement on the platform further induced reconstruction of their language learning ecologies, providing additional learning opportunities both on and beyond the platform. The findings highlight the importance of supporting learner engagement on technological platforms in an informal learning context and provide insights into how such support could be achieved through system design.

Key words Informal Learning; Language Learning Ecology; Narrative Inquiry; Learning Beyond the Classroom

Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment

Yau Wai Lam, The University of Hong Kong 

Khe Foon Hew, The University ofHong Kong 

Chengyuan Jia, The University ofHong Kong

Abstract Many English-as-Second-Language (ESL) learners find it highly challenging to write problem-solution essays. This difficulty is partly caused by the pedagogies commonly used in traditional classroom settings, which have two major in-vivo constraints: time limits and low student engagement. This study proposes an innovative theory-driven instructional model for teaching problem-solution writing, namely the flipped 5E PSW (problem-solution writing) model. The flipped 5E PSW model is built upon three theoretical or conceptual models: (a) Jonassen’s design theory for case/policy analysis problem-solving, (b) the flipped learning model, and (c) Bybee’s 5E learning model. Two groups of 23 ESL secondary school students, both taught by the same teacher, were assigned to either the flipped or non-flipped versions of the instructional model. The students were assessed individually over a two-year longitudinal experiment to measure the impact of the intervention. The results, as measured by mixed ANOVAs, indicated that the flipped 5E PSW model was more effective than the non-flipped version for improving students’ performance in problemsolution writing. This application of the flipped 5E PSW model in a two-year real-world school environment has demonstrated its capacity for overcoming traditional classroom constraints. Keywords: ESL Writing, Problem-Solution Writing, Flipped Classroom Approach, Longitud

Key words ESL Writing; Problem-Solution Writing; Flipped Classroom Approach; Longitudinal Study

Training in machine translation post-editing for foreign language students

Hong Zhang, Yangzhou University

Olga Torres-Hostench, Autonomous University ofBarcelona

Abstract The main purpose of this study is to evaluate the effectiveness of Machine Translation Post-Editing (MTPE) training for FL students. Our hypothesis was that with specific MTPE training, students will able to detect and correct machine translation mistakes in their FL. Training materials were developed to detect six typical mistakes from Machine Translation (MT) raw output: Accuracy, Word Order, Official Name, Preposition, Omission, and Formal Style. The training materials include three levels of difficulty: Initial - ability to spot a mistake, Intermediate - ability to classify the type of mistake, and Advanced - ability to correct the mistake. A pretest-posttest design with a control group and a trained experimental group was chosen to test the effectiveness of the training programme. In the posttest, the experimental group could identify and correct more mistakes successfully. and in less time than the control group, especially for omission, official name and preposition. Accuracy, formal style, and word order errors were more difficult to correct. Results suggest that specific MTPE training is not only useful to identify and correct MT mistakes but also a way to incorporate a critical view on machine translation in FL classes.

Key words Computer-Assisted Language Learning; Machine Translation; Foreign Language Learning; Second Language Acquisition

Automated written corrective feedback: Error-correction performance and timing of delivery

Jim Ranalli, lowa State University 

Taichi Yamashita, University of Toledo

Abstract To the extent automated written corrective feedback (AWCF) tools such as Grammarly are based on sophisticated error-correction technologies, such as machine-learning techniques, they have the potential to find and correct more common L2 error types than simpler spelling and grammar checkers such as the one included in Microsoft Word (technically known as MS-NLP). Moreover, AWCF tools can deliver feedback synchronously, although not instantaneously, as often appears to be the case with MS-NLP. Cognitive theory and recent L2 research suggest that synchronous corrective feedback may aid L2 development, but also that error-flagging at suboptimal times could cause disfluencies in L2 students’ writing processes. To contribute to the knowledge needed for appropriate application of this new genre of writing-support technology, we evaluated Grammarly’s capacity to address common L2 problem areas, as well as issues with its feedback-delivery timing, using MS-NLP as a benchmark. Grammarly was found to flag 10 times as many common L2 error types as MS-NLP in the same corpus of student texts while also displaying an average 17.5-second delay in feedback delivery, exceeding the distraction-potential threshold defined for the L2 student writers in our sample. Implications for the use of AWCF tools in L2 settings are discussed.

Key words Syntax/Grammar; Writing; Human-Computer Interaction

Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis

Daniel H. Dixon, Northern Arizona University

Tülay Dixon, Northern Arizona University 

Eric Jordan, Northern Arizona University

Abstract Studies on digital game-based language learning (DGBLL) have increased in numbers, creating a pool of studies that can be meta-analyzed to measure the overall effect of digital gaming on second language (L2) development. The current meta-analysis targets digital games that were available to the public at the time of data collection, January of 2020, aggregating their effects on L2 development overall and across a number of moderator variables. These moderator variables include the game developers’ intended purpose of the game (educational or entertainment), outcome measures (e.g., vocabulary, overall proficiency), and several game design features such as the type of player interaction (single player, multiplayer, massively multiplayer online), among others. Results indicate that DGBLL has had a small to medium positive effect (Cohen’s dweighted = 0.50) for between-groups designs and a medium effect (dweighted = 0.95) for within-group designs. Games designed for entertainment were found to be more effective than those designed for L2 education, although there is some overlap in the 95% confidence intervals of the two groups. The overall findings and those from additional moderator analyses are discussed in light of previous DGBLL findings while offering direction for future research and recommendations for improving the methodological rigor and transparency in DGBLL research.

Key words Digital Game-based Language Learning; Meta-analysis; Digital Games; L2 Learning Outcomes

“A better me”: Using acoustically modified learner voices as models

Alice J. Henderson, LIDILEM, University Grenoble-Alpes 

Radek Skarnitzl, Institute ofPhonetics, Charles University

Abstract This paper presents the results of a brief mixed-methods intervention which sought to modify the production of prominence-related features in L2 English by four native French-speaking university lecturers, in readaloud speech. Selected parts of participants’ productions were acoustically modified and then used as the model in a Listen-and-Repeat protocol, where both quantitative (acoustic measures) and qualitative (free comments from discussion) data were collected. Acoustic measures were taken again from productions realized three months after the protocol, to trace longer term retention of modifications; expert listeners compared a selection of these productions to the original, diagnostic renditions, rating the degree of nativelike rhythm and melody. Analysis of the quantitative and qualitative results confirm that imitating oneself can help individuals to modify prominence-related features of their pronunciation, that such changes can be retained over a 3-month period, but that people cannot reliably judge what they have modified. New potential is thus shown for Listen-and-Repeat, using one’s own modified voice, as an effective technique in pronunciation instruction.

Key words Pronunciation Teaching; L2 English; Prominence; PSOLA

Google Translate as a tool for self-directed language learning

Catharina van Lieshout, Centre for the Study ofLearning and Performance,Concordia University

Walcir Cardoso, Centre for the Study ofLearning and Performance, Concordia University

Abstract This study examined the pedagogical use of Google Translate (GT) and its associated text-to-speech synthesis (TTS) and automatic speech recognition (ASR) as tools to assist in the learning of second/foreign language Dutch vocabulary and pronunciation in an autonomous, self-directed learning setting. Thirty participants used GT (its translation, TTS, and ASR functions) for one hour to learn a set of phrases and their respective pronunciations in Dutch (e.g., “I don’t understand” Ik begrijp het niet [ɪk bə'grɪp ət nit]). The study followed a pre/post/delayed posttest design that examined the participants’ learning of phrases and their pronunciations in Dutch, combined with a qualitative analysis of video recordings of their interactions with GT. Findings indicate that the participants were able to acquire Dutch vocabulary and pronunciation on a short-term basis, and that they interacted with GT’s translation, TTS, and ASR in different ways and to different extents. This demonstrates that GT is a versatile tool that can be easily tailored to suit learners’ needs, interests, and learning styles.

Key words Google Translate; TTS; ASR; Self-Direct Learning

The effects of face-to-face and computer-mediated recasts on L2 development

Nektaria-Efstathia Kourtali, University ofLiverpool

Abstract As The role of recasts, a corrective feedback technique, has received much attention from instructed SLA researchers. While a variety of factors have been identified as influencing their effectiveness in facilitating uptake and L2 development (e.g., learners' age and level of proficiency), the role of mode of interaction has been the object of relatively little research. To fill this gap, the current study explored the impact of mode of interaction on learners' successful uptake and L2 gains when recasts are provided. Sixty young Greek EFL learners (M = 11.39 years old, SD = .86) were assigned to one of two experimental conditions that differed as to whether students engaged in synchronous computer-mediated communication (SCMC) or face-to-face (FTF) interaction. Both groups performed information transmission tasks that required them to provide information about habits of fictional characters. In both conditions, the participants received interrogative, partial recasts addressing errors on the present third person singular. The recasts were oral in the FTF condition and written in the SCMC condition. L2 development was gauged by an oral and a written production test. Results demonstrated that oral recasts in the FTF mode generated more successful uptake and they led to more L2 gains than written recasts in the SCMC condition on both outcome measures.

Key words Corrective Feedback; Recasts; Computer-Mediated Communication

期刊简介

Language Learning & Technology (LLT) is a free, fully-refereed, open journal which has been published exclusively online since July 1997. Published triannually (February, June, and October) by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa, the journal seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of digital technologies. LLT has an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning.

《语言学习与技术》(LLT) 是一份免费的、经过充分审阅的开放期刊，自 1997 年 7 月起在网上独家出版。由夏威夷大学国家外语资源中心在 Mānoa每年出版三次（二月、六月和十月），该期刊旨在向外国和第二语言教育者传播有关技术和语言教育问题的研究。LLT 的重点不是技术本身，而是与语言学习和语言教学相关的问题，以及数字技术的使用如何影响或增强它们。LLT 在第二语言习得和计算机辅助语言学习领域拥有一个由学者组成的编辑委员会。

Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai'i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

目前，赞助和资助《语言学习与技术》的机构包括（美国）国家外语资源中心 (NFLRC) 、夏威夷大学马诺阿分校的语言与技术中心 (CLT) 以及德克萨斯大学奥斯汀分校开放教育资源和语言学习中心 (COERLL)。在初创阶段，该期刊的赞助机构包括 NFLRC 、密歇根州立大学语言教育与研究中心 (CLEAR) 、语言学习和信息通信系统 (ALSIC)、澳大利亚技术增强语言学习联盟 (ATELL)、应用语言学中心 (CAL)、计算机辅助语言教学联盟 (CALICO)、欧洲计算机辅助语言学习协会 (EUROCALL)、国际语言学习技术协会 ( IALT) 和明尼苏达大学语言习得高级研究中心 (CARLA)。

官网地址：

https://www.lltjournal.org//

本文来源：Language Learning & Technology

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